SAP and PBIS Integration

June

2017 The document is designed to provide guidance on the integration of Student Assistance Program (SAP) and school-wide Positive Behavior Interventions and Supports (PBIS) for SAP Regional Coordinators, SAP Commonwealth Approved Trainers (CATS), SAP Liaisons, and school-wide PBIS Facilitators who will be working with schools that operate both SAP and PBIS Advanced Tier teams.

Practical Guidance Document

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Contents I. Background ........................................................................................................................................... 1

The Origins of the Student Assistance Program in Pennsylvania ......................................................... 1

The Origins of the Positive Behavior Interventions and Supports in Pennsylvania .............................. 1

The Origins of SAP and PBIS Integration in Pennsylvania ...................................................................... 2

II. Vision for SAP/PBIS Integration ............................................................................................................ 3

III. Rationale for SAP/PBIS Integration ...................................................................................................... 3

How Integration Enhances SAP ............................................................................................................. 4

How Integration Enhances PBIS ............................................................................................................ 4

IV. Pennsylvania Student Assistance Program (SAP): What all stakeholders need to know ..................... 5

The SAP Core Team Process .................................................................................................................. 5

Phase 1: Referrals ................................................................................................................................. 6

Phase 2: Team Planning ........................................................................................................................ 6

Phase 3: Intervention and Recommendations ...................................................................................... 6

Phase 4: Support and Follow-up ........................................................................................................... 6

V. Positive Behavior Interventions and Support: What all stakeholders need to know ........................... 6

The PBIS Team Process ......................................................................................................................... 8

Tier 1/Universal Core Team: ................................................................................................................. 8

Tier 2 Team: .......................................................................................................................................... 8

Tier 3 Team: .......................................................................................................................................... 9

VI. SAP and PBIS Teams: A side by side comparison .................................................................................. 9

VII. SAP and PBIS Advanced Tier Team Integration .................................................................................. 11

Where to Find Technical Assistance Providers .................................................................................... 11

Preparing for the Integration of SAP and PBIS ................................................................................... 12

Suggested Action Steps ....................................................................................................................... 12

Overcoming Decision-making Barriers ................................................................................................ 13

Considerations for Teams That Have Decided to Integrate SAP and PBIS Teams .............................. 14

VIII. Practical Ideas for Involving SAP Teams across All PBIS Tiers ............................................................. 15

IX. Considerations for Teams That Have Decided Not to Integrate SAP and PBIS Teams........................ 16

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RESOURCES ................................................................................................................................................. 18

1.1 SAP Team Readiness Checklist ............................................................................................................. 18

1.2 SAP/PBIS Integration Comparison/Contrast Analysis Tool .................................................................. 19

1.3 Planning for SAP/PBIS Alignment and Merger ...................................................................................... 21

1.4 Example: Comparison/Contrast Analysis Tool (1.2) & Planning for SAP/PBIS Alignment and Merger 24

2.1 Committee/Group Self-Assessment & Action Planning ........................................................................ 27

2.2 Pennsylvania SAP Components and Indicators Checklists (Abbreviated Version) ............................... 30

2.3 Benchmarks of Quality ......................................................................................................................... 32

2.4 Tiered Fidelity Inventory ....................................................................................................................... 32

3.1 Interconnected Systems Framework .................................................................................................... 33

3.2 Practical Ideas for Involving SAP Teams in PBIS .................................................................................... 34

Acknowledgements ..................................................................................................................................... 35

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I. Background

The Origins of the Student Assistance Program in Pennsylvania

In 1984, the Pennsylvania Department of Drug and Alcohol Programs (formerly the Department of

Health, Office of Drug and Alcohol Programs) provided a grant for seed money to pilot SAP throughout

the Commonwealth under the auspices of the Pennsylvania Department of Education (PDE). In 1986-87,

the Department of Human Services (formerly the Department of Public Welfare): Office of Mental

Health & Substance Abuse Services (OMHSAS) joined the SAP efforts to address teen suicide and other

mental health concerns in addition to substance abuse issues. Thereafter, on December 3, 2005, the

State Board issued a Final-Form rulemaking in the PA bulletin, which added SAP to Chapter 12 (§ 12.42)

of the PA School Code as a requirement for all elementary and secondary schools.

Currently, the Commonwealth's SAP program is jointly coordinated and administered by PDE: Office of

Safe Schools, DDAP- Bureau of Treatment, Prevention and Intervention, and Department of Human

Services (DHS): OMHSAS. These three agencies make up the SAP Interagency Committee that oversees

the implementation and continuing development of the Pennsylvania Network for Student Assistance

Services (PNSAS). All three agencies are also members of the Community of Practice (CoP) on School

Based Behavioral Health (SBBH).

The Origins of the Positive Behavior Interventions and Supports in Pennsylvania

The CoP on SBBH is a community of cross-sector stakeholders that share a commitment to the

advancement of early childhood, school age and adult behavioral health and wellness within the

Commonwealth of Pennsylvania. Founded in 2006 and convened by the Pennsylvania Department of

Education: Bureau of Special Education, the CoP focuses on promoting the implementation and

sustainability of multi-tiered systems of supports; integration of evidence-based programming into

decision-making frameworks; and fostering and leveraging articulated and robust school - community

partnerships. To that end, in 2006 the membership of the CoP adopted the installation and scale-up of

Positive Behavior Interventions and Supports (PBIS) as means by which to eliminate non-academic

barriers to learning, create and maintain a safe and effective learning environment in schools, and

ensure that all students have the social and emotional skills needed to succeed in school and beyond.

To manage the state-wide installation and scale-up of PBIS, the CoP establish the Pennsylvania Positive

Behavior Support (PaPBS) Network.

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The Origins of SAP and PBIS Integration in Pennsylvania

Given the existence of both SAP and PBIS in schools, the SAP Interagency Committee and the PaPBS

Network recognized a need for guidance on how school-based teams might effectively integrate efforts

to align SAP and PBIS processes for increased efficiencies. Thus, in 2011, the Commonwealth SAP

Interagency Committee convened a workgroup to develop guidance on how SAP processes align with

activities associated with those of PBIS Advanced Tier teams. The initial field guidance framed key points

for school personnel to consider in determining how best to concurrently implement SAP and PBIS

within a school setting. Following the development of the field guidance, the following stakeholders

were provided access to and trained on the guidance materials: Commonwealth Approved Trainers

(CATS), SAP Regional Coordinators, SAP Liaisons, and school-wide PBIS Facilitators affiliated with the

PaPBS Network.

In 2013, OMHSAS, in partnership with members of the CoP on SBBH, developed a proposal in response

to a request for application issued by the United States Department of Health and Human Services:

Substance Abuse Mental Health Services Administration (SAMHSA) for the following federally funded

opportunity: Safe Schools/Healthy Students State Planning, Local Education Agency, and Local

Community Cooperative Agreement (short title: SS/HS State Program). Later that same year, SAMHSA

awarded Pennsylvania one (1) of seven (7) SS/HS State Program cooperative agreements. As part of the

required activities associated with the cooperative agreement, a state-level leadership and management

team (SLMT) was formed for the purpose of advising the programmatic implementation of state

program. Also, as part of the cooperative agreement’s required activities, the SLMT engaged in an

externally facilitated environmental scan and needs assessment. Specific to the state-level

environmental scan and needs assessment, the SLMT identified several programmatic gaps to be

addressed by the state program, including the following:

There is an absence of clear and comprehensive guidance on the integration of school Student

Assistance Programs for mental health and drug and alcohol services and Multi-Tiered Systems

of Support.

Thus, the SLMT for the SS/HS State Program requested a workgroup convene to both review and revise

the SAP/PBIS integration guidance materials that were developed in 2011. Furthermore, the SLMT

requested the re-release of the revised guidance, with the following goal of training no less than 75% of

the following stakeholders by the October of 2017: Commonwealth Approved Trainers (CATS), SAP

Regional Coordinators, and school-wide PBIS Facilitators affiliated with the PaPBS Network.

The following materials contained in this practical guidance document are the results of the SS/HS State

Program’s workgroup tasked to revise and train on SAP/PBIS integration. The material contained herein

provides expanded considerations for school personnel to consider in determining how best to

concurrently implement SAP and PBIS within a school setting

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II. Vision for SAP/PBIS Integration

The collaboration between the management of the Student Assistance Program (SAP) and Positive

Behavior Interventions and Supports (PBIS) across the commonwealth holds a vision for the integration

of data, systems and practices. Such integrative efforts will result in the reduction of non-academic

barriers to student achievement, improvements in the depth and quality of behavioral health services

for students, and the realization of better utilization of school and community-based resources leading

to interventions that have meaningful impact. Collaborative and reciprocal communications between

schools and child and youth serving agencies will be evidenced as the hallmark of this interconnected

approach to service delivery.

III. Rationale for SAP/PBIS Integration

In the face of declining funding, less time, and greater focus on accountabilities for success, educators

seek smarter, evidence-based solutions to improve academic outcomes and student behavior as it

impacts learner achievement. At the heart of many academic and discipline-related issues are

escalating behavioral health concerns that create formidable barriers to student learning. Positive

Behavior Interventions and Support and SAP are two frameworks that are being implemented in

Pennsylvania’s public schools, each of which are designed to address such learning barriers. Thus, the

practical guidance framed in this document is designed to assist schools challenged to improve and

sustain students’ behavioral health.

Consistent with the tiered public health model, the PBIS and SAP frameworks help schools situate

universal strategies and evidence-based programs that address the prevention of problem behavior,

mental health concerns, and substance abuse for whole school populations (Tier 1). These frameworks

also drive school-based teams to utilize referral processes and data that leads to both the early

identification of problems and implementation of evidence-based, socially valid, and culturally

responsive small group interventions for those students who need additional supports (Tier 2).

Likewise, given this approach, school-based teams at the advanced tier also use data to select focused,

intensive, one-on-one interventions to support students who have intensive needs or who require crisis

management services that involve planned programs that provide mental health and/or social,

emotional, and/or behavioral skill development (Tier 3).

Schools following the mandate for Student Assistance, which are also implementing PBIS, should

thoughtfully and seriously consider integrating these two frameworks. There is a synergy when schools

integrate SAP and PBIS. Although each framework can enhance student outcomes, together these

frameworks stand to more fully and efficiently enhance the depth and quality of preventive and

intervening programs. Frameworks, such as SAP and PBIS, align with the three tiered approach that is

the Public Health Model for Prevention. The integrating SAP and PBIS stands to make the public health

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vision a more robust, comprehensive, and effective system. Thus, students, family, and staff benefit

from a more seamless approach to reduce and eliminate non-academic barriers to achievement.

Both the SAP and PBIS frameworks share common functions:

Prevent and address student needs that interfere with learning

Utilize a multi‐tiered approach

Engage problem‐solving teams

Promote monitoring and mentoring of students

Promote student skill development groups

Use data for decision-making purposes

Monitor student progress and response to intervention(s)

Involve and engage students, families, and communities

How Integration Enhances SAP

Fidelity implementation of PBIS Tier 1 processes maximizes the effectiveness by which SAP can operate.

A well-developed approach to improving school climate and culture through universal supports via PBIS

reduces the potential for the over-identification of learners for student assistance and advanced tier

interventions.

When efforts are aligned, teams are better prepared to respond to students’ needs. Aligned data sets

provide for more robust information to inform problem solving strategies for learners. Aligned

processes for identification of interventions and referrals affords better outcomes. Aligned efforts for

case management and progress monitoring provides opportunity for targeted plans and increased

student success. Ultimately, the integrated, problem-solving process hones in on the functions of a

student’s behavior and leads to a greater efficiency with emphasis on goal setting and attainment.

The historical underpinnings of PBIS is grounded on the research literature addressing needs of students

with disabilities and emanates from the science of applied behavioral analysis. Positive Behavior

Interventions and Supports fosters policies and procedures to address organizational management and

systems change in schools for the promotion of desired student behavior.

How Integration Enhances PBIS

The impact of PBIS is strengthened when braided with the SAP framework through consultation with

community SAP liaisons. Student Assistance Programs link with the larger community-based system of

care, inherently consistent with the concept of an interconnected systems framework (ISF). Student

Assistance Programs build collaborative relationships with community mental health and drug and

alcohol agencies that provide a continuum of services for students in the schools. Such services range

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from school-based mental health and drug and alcohol treatment to school mental health teams

designed to connect all child and family serving systems.

Strengths of SAP include over 30 years of implementation, which includes policies, procedures,

and guidelines that cover a variety of areas effecting schools today. Such policies, procedures, and

guidelines informed by SAP efforts address controlled substances, the use of naloxone, tobacco, suicide

prevention and postventions.

IV. Pennsylvania Student Assistance Program (SAP): What all

stakeholders need to know

The Commonwealth Student Assistance Program is designed to assist school personnel in identifying

issues including alcohol, tobacco, other drugs, and mental health issues which pose a barrier to a

student's learning and school success. The primary goal of SAP is to help students overcome these

barriers in order that they may achieve, remain in school, and advance to their desired post-school

outcomes. While Student Assistance Programs exist in other areas of the country, the structure and

operation of the program in Pennsylvania is a unique expression of an integrated model serving the

needs of Pennsylvania families and their students since 1984.

The Student Assistance Program is not a treatment program; rather, it is a systematic process using

effective and accountable professional techniques to mobilize school and community resources to

remove the barriers to learning. However, when the solution is beyond the scope of the school, the SAP

is leveraged to provide families and students with information so they may access services within the

community. Student assistance team members do not diagnose, treat, or refer for treatment. But,

student assistance team members may refer students for an assessment for treatment. Involvement of

families in all phases of the student assistance program underscores the family members' role and

responsibility in the decision-making process affecting their children's education and is the key to the

successful resolution of problems.

The SAP Core Team Process

The core of the Student Assistance Program is a professionally trained team, including school staff and

liaisons from community agencies, which deals with issues based upon state guidelines, professional

standards, and policies and procedures adopted by the local board of school directors. Professional

training conducted by Commonwealth Approved SAP Training Providers, consistent with state

guidelines, is required to ensure the appropriateness of the recommended services, effective

interagency collaboration, and compliance with state and federal laws protecting the privacy rights of

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parents and students. The rigorous training for team members, which results in a certificate from the

Pennsylvania Network for Student Assistance Services (PNSAS), ensures the local board of school

directors, school administrators, parents, students, and the public that team members have received up-

to-date professional training consistent with content standards and appropriate professional procedures

that lead to accountability.

The SAP Team follows a four phase process in assisting students referred to the team. The four phases

of the student assistance process include referrals, team planning, intervention and recommendations,

and support and follow-up.

Phase 1: Referrals

Anyone can refer a student to SAP when concerned about a student’s behavior. Examples of people

who can initiate a SAP referral include school staff, a student’s friend, a family member, or a community

member. Likewise, a student can self-refer by going directly to the SAP team to ask for help. Once a

referral is initiated, the SAP team contacts the parent for permission to proceed with the SAP process.

Over the years the data collected from schools indicate that the majority of referrals to SAP teams come

from teachers.

Phase 2: Team Planning

The SAP team gathers objective information about the referred student’s school performance from

school-based personnel who have contact with the student. Information is also collected from the

student’s family. Subsequent to the data collection, the SAP team meets with the family and student to

discuss the information that has been gathered. In partnership with the SAP team, the family and

student develop a plan that includes strategies for removing the learning barriers and promoting the

student’s academic and personal success. Strategies in the plan may include in-school and/or

community-based services and activities.

Phase 3: Intervention and Recommendations

The plan is put into action. The SAP team assists in linking the student to in-school and/or community-

based services and activities. The SAP team might also recommend a drug and alcohol or mental health

screening/assessment.

Phase 4: Support and Follow-up

The SAP team continues to work with and support the student and his/her family. Follow-up activities

includes monitoring, mentoring, and motivating for academic success. The plan may be reviewed and

adjusted as needed.

V. Positive Behavior Interventions and Support: What all stakeholders

need to know

School-wide Positive Behavior Interventions and Support is a strengths-based proactive approach that

promotes appropriate student behavior and increased learning. Traditionally, models of school discipline

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tend to be reactive (i.e. student misbehavior results in punitive consequences). The word “approach” is

key in that PBIS provides a data-based, decision making framework, not a packaged program, for

developing a comprehensive system of behavior support tailored to individual school and student

needs. The core principles of PBIS include: explicit instruction of appropriate behavior to all learners;

early intervention; use of research-based, scientifically-validated interventions to the extent available;

monitoring student process to inform interventions; use of data to make decisions; and use of

assessments for the purpose of universal screening, diagnostics and progress monitoring. The approach

is based upon a three-tiered model.

The first tier (universal) serves as the foundation upon which the other two tiers are built. This tier

provides a system of supports for all students in a school. Such universal supports are based on

evidence-based, preventative practices that emphasize the teaching and reinforcement of expected

student behaviors. Tier 1 practices shift emphasis from traditional reactive approaches to proactive

system change performance. At the universal tier all school affiliated personnel use common language,

common practices, and consistent application of positive and negative reinforcement. Among the major

components associated with Tier 1 are the following: a common approach to discipline; a small number

of positive stated expectations for all students; procedures for teaching expectations for students;

procedures for reinforcing and maintaining expectations; procedures for discouraging rule-violating

behaviors; and procedures for monitoring and evaluating the effectiveness of the universal system on a

regular and frequent basis.

The secondary tier (Tier 2) provides targeted, small-group interventions to support students classified as

at risk and require more intervention than is typically provided universally for all students at Tier 1. Tier

2 supports are more intensive practices that are administered to small groups of students or

administered to individual students when the strategy is not otherwise considered intensive. Such small

group, targeted interventions can typically be administered by school personnel. Data is used to

determine need, selection and delivery of Tier 2 interventions, including student entrance criteria,

response to intervention, and exit criteria. What distinguishes Tier 2 interventions from the other tiers

is that it addresses the needs of learners who require more support than what is provided at the

universal level and less support than what is available for individual students who require focused,

personalized and intensive interventions at the tertiary level.

Tertiary supports (Tier 3) are the most intensive level of intervention for students that express

significant behavioral/emotional support needs. Tier 3 interventions are designed to reduce the

intensity, frequency, and/or complexity of existing problem behaviors that are resistant to and/or

unlikely to be addressed by universal and secondary prevention efforts. Tier 3 interventions are

individualized and utilized to support learners’ responses to situations where problem behavior is likely.

As is also the case with universal and secondary levels of prevention and intervention, data is used for

problem-solving and decision making purposes.

(Note: see PaTTAN document, An Introduction to Pennsylvania's School Wide Positive Behavior Support

Program for more details at http://www.pattan.net or by clicking on the following hyperlink:

http://tinyurl.com/PAPBSintro2015.)

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The PBIS Team Process

School-wide PBIS requires schools to establish a team-based problem-solving process to provide

interventions at the universal, secondary, and tertiary levels. Included among the requirements for PBIS

school–based teams affiliated with the PAPBS Network are those delineated as follows.

Tier 1/Universal Core Team:

The Tier 1/universal core team commits to meet at least twice a month during their first year of

implementation to analyze school-wide behavioral and academic data and to use these data in their

planning and problem-solving processes. Thereafter, the team may meet monthly. The universal core

team uses data to assess the extent to which universal interventions are having an effect. Data used by

the Tier 1 core team includes but is not limited to student office discipline referral, attendance, and

performance data. Additional data that core teams review can include school climate surveys, universal

screeners, and student/staff perceptual safety surveys. Core team analysis of discipline data at the Tier 1

level includes screening of data by infraction, date of infraction, time of infraction, and location of

infraction at the aggregate and disaggregate levels. Based on the review of data, the Tier 1 core team

makes precision problem statements, establishes goals, and makes determinations concerning whole

group interventions to quickly and efficiently intervene and address undesired behavioral patterns in the

group setting. Such determinations should be sensitive to the extent which interventions support

desired outcomes for all students as well as subgroups of learners. The Tier 1 core team should use data

to assess risk ratios with respect to possible disparate disciplinary outcomes for subgroups of students

and, when disparities are identified, implement strategies by which to ensure equitable outcomes for

all. The core team works with all school personnel on the uniform and systematic application of

universal interventions across all school settings. The Tier 1 core team is encouraged to include

authentic family and/or community liaisons as part of the team. Therein, these liaisons are responsible

for ensuring that the selection of universal interventions are culturally and linguistically competent and

socially valid for the school community.

Tier 2 Team:

The Tier 2 team commits to meet at least twice a month to develop, monitor, and assess students’

response to Tier 2 interventions. The Tier 2 team is responsible for establishing procedures for student

referrals, check in and check out processes, and the subsequent array of secondary interventions

including entrance and exit criteria for interventions. The team is responsible for reviewing and

analyzing data that support the application of a problem solving process, including problem

identification, problem analysis, selection of intervention(s), and learners’ responses to instruction and

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interventions. A member of the Tier 2 team may also serve as a representative on the tertiary problem-

solving team for purposes of articulation between the tiers.

Tier 3 Team:

The Tier 3 problem-solving team is responsible for developing the Tier 3 system and serves as the intake

team for student referrals. Members of the team should include at minimum a school administrator, a

staff member with behavioral expertise, a staff member with academic expertise, as well as a member

that represents the Tier 2 team. The Tier 3 problem-solving team is responsible for establishing

procedures for student referrals and the subsequent array of tertiary interventions. The team also

receives data-informed student referrals and determines if said referrals meet the criteria for a tertiary

intervention. If a student does not meet the criteria for a Tier 3 intervention, the problem-solving team

makes recommendations for follow-up including but not limited to a recommendation for a Tier 2

intervention with modifications. However, if a referred student meets the criteria for a tertiary

intervention, the problem-solving team identifies individualized Action Teams on a per student basis.

The Action Team members typically include teacher(s), school counselor, paraprofessional

administrator, student, and family members. The Action Team thus works closely in monitoring the

selection and administration of Tier 3 intervention specific to the learner’s needs. Such steps may

include record reviews; interviews with teachers/staff, parent/family members, and student; and

administration of a functional behavioral assessment (FBA) and behavior improvement plan (BIP).

VI. SAP and PBIS Teams: A side by side comparison

When schools are trained in both SAP and school-wide PBIS, personnel can consider in greater detail the

similarities between the functions of the teams associated within each framework. Understanding such

similarities sets the foundation for school-based procedures that can lead to alignment, articulation

between, and in many cases the integration of SAP and PBIS Advanced Tier team processes. What

follows is a comparison chart that highlights similar functions and processes associated with SAP and

PBIS teams.

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Expectations SAP PBIS

Core team holds requirements, including confidentiality

YES YES

Core team representation

Central office representative (i.e. superintendent, assistant superintendent, director of curriculum and instruction, director of pupil services, etc.) building administrator (i.e. principal, assistant/vice principal), may be representatives (at least four per building) from any or all of the following groups: teacher, counselor, psychologist, nurse, or other related professional staff, SAP liaisons from the county M/H or D&A system, and other child-serving systems

Building administrator (i.e. principal, assistant/vice principal), general education teachers with grade level representation, social worker and/or psychologist, special education teacher, special-area teacher, paraprofessionals, family members and community partners

Core team training YES: SAP team training; updated trainings as designated

YES: Training on all three tiers

Core team meetings

YES: Best-practice guidelines suggest meeting once per week/cycle

YES: Best-practice guidelines suggest meeting twice a month during year 1 implementation and monthly thereafter

Core team has defined operating procedures and functions

YES: See the SAP Core Team Process for a description of functions

YES: See the PBIS Core Team Process for a description of functions

Core team data collection requirements

YES: Examples include the following

Student Information forms

Student Reporting data form (PDE 4092)

County MH and D&A Quarterly reporting

Discipline and attendance data

YES: Examples include but are not limited to the following:

Office Discipline Referrals

School Safety Surveys

School Climate Surveys

Student attendance rates and grades

Also see the PBIS Core Team Process

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VII. SAP and PBIS Advanced Tier Team Integration

Based on the functions of both frameworks, it is possible for schools to develop procedures that ensure

the alignment and, in many cases, the integration of SAP and PBIS Advanced Tier team processes. In

fact, not only can the function of the teams be integrated, the alignment of teams can result in valued-

added outcomes for students. By way of example, a school’s Tier 2 PBIS system can be enhanced when

considering the paradigm that is inherent in the SAP program: student self-referrals. Thus, it is possible

for the PBIS Advanced Tier teams to consider adopting the SAP process of a student self-referral

component in which learners can request assistance when they feel it necessary and without having to

wait for screening data or referral processes to take effect. Ultimately, it is the position of the

Pennsylvania SAP and PBIS programs directors that SAP core teams are well suited to play an integral

role within the context of the PBIS team construct. Moreover, in today’s school environment with high

expectations for academic achievement and limited resources including time, having separate teams is

not always a cost effective use of a school’s resources (also see Vision and Rationale). However, please

remember that matters concerning confidentiality are also paramount. The Pennsylvania SAP and PBIS

programs directors caution that all staff must know and understand that student information cannot be

discussed outside the context of team meetings. When considering team integration, the importance of

maintaining confidentiality cannot be compromised.

If your school is considering or already implementing school-wide PBIS and there is an active k-12 SAP

team, take time to utilize the following steps, checklists, and exercises. There is no specific order in

which to utilize the following suggestions, but it is recommended that you contact your SAP Regional

Coordinator, SAP Trainer, SAP Liaison, and/or school-wide PBIS local facilitators for assistance. Those

technical assistance providers are positioned to assist your integrative efforts by supporting a review of

your school’s current SAP and PBIS team functions and by providing guidance on the development of an

action plan to better utilize staff resources for the required teams. By working with your technical

assistance providers, your school can ensure that it does not compromise the requirements of a SAP

core team in Pennsylvania. Remember, Pennsylvania’s Student Assistance program is a mandated

program supported through legislation (Act 211 of 1990 (24P.S.15-1547) and Chapter 12 of the PA

school code), whereas PBIS is not a requirement in Pennsylvania’s public schools.

Where to Find Technical Assistance Providers

In order to access a listing of Pennsylvania Student Assistance Service Regional coordinators and their contract information, go to the home page of the SAP website: www.pnsas.org and click on the tab titled PNSAS. From there, navigate the map of Pennsylvania, and select your local region. If you are not already familiar with your school’s designated PaPBS Network’s local PBIS facilitator and her/his contact information, go to the home page of the PaPBS website: www.papbs.org and click on the

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tab title About Us. From there, navigate the Contact information for your local PaPBS Network Regional Coordinator assigned to your region of the commonwealth.

Preparing for the Integration of SAP and PBIS

Suggested Action Steps

The following action steps can assist schools in deciding whether or not to integrate SAP and PBIS.

1. Engage the SAP team members in a team-readiness review to assess the extent to which

foundational aspects of the Student Assistance Program are in place

See SAP Team Readiness Checklist (Resource 1.1)

2. Engage SAP team members in documenting their requirements, roles, and referral processes.

3. Engage School-wide PBIS Advanced Tier teams in documenting their requirements, roles, and

referral processes.

4. Engage both teams (SAP and PBIS Advanced Tier teams) in a joint activity that

compares/contrasts the requirements, roles, and referral processes associated with each of the

teams, documenting the results of the analysis. In the documentation of the analysis, identify

whether there are requirements, roles, and referral processes that are:

a. distinctly unique to a team that must be preserved in order for SAP and/or PBIS to

function as intended and

b. common to each team.

See: SAP/PBIS Integration Comparison/Contrast Analysis Tool (Resource 1.2)

5. Engage both team jointly in planning for how common requirements, roles, and referral

processes could be aligned and merged.

a. Consider the following with respect to implications associated with aligning and merging

requirements, roles, and referral processes: staffing, written policies and procedures,

unwritten procedures, and communicating/messaging for internal and external

stakeholders.

See: Planning for SAP/PBIS Alignment and Merger (Resource 1.3)

6. Engage both teams in planning for how unique functions could be reserved in the context of

what will become the newly integrated team.

a. Consider the following with respect to implications associated with unique

requirements, roles, and referral processes: staffing, written policies and procedures,

unwritten procedures, and communicating/messaging for internal and external

stakeholders.

See: Planning for SAP/PBIS Alignment and Merger (Resource 1.3)

7. Engage both teams in coming to consensus on whether or not to integrate SAP and school-wide

PBIS based on the preceding analysis and planning implications.

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Overcoming Decision-making Barriers

It may be possible that school team members may not be able to reach consensus on whether or not to

integrate SAP and school-wide PBIS based on the analysis and planning implications suggested in the

action steps defined above. The lack of consensus may stem from the team’s sense of feeling

overwhelmed with the number of committees and workgroups that are currently functioning in the

school. Staff may also struggle to reach consensus given their confusion or mixed perceptions of the

requirements, roles, and referral processes associated with SAP and PBIS. If such barriers exist, a

facilitator may be able to help school teams navigate the decision-making process using additional tools

and resources to help the school teams overcome decision-making obstructions in order to reach an

informed decision regarding SAP and PBIS integration. The following resources may assist teams in

overcoming common decision making barriers and should be used selectively based on need. Again, if

the school team finds it necessary to seek external technical assistance, please contact your

Pennsylvania Student Assistance Service Regional Coordinator or local PBIS facilitator (See: Where to

Find Technical Assistance Providers).

Working Smarter, Not Harder

If the school’s SAP and PBIS Advanced Tier teams are feeling overwhelmed with the planning activities

associated with the alignment and merger of SAP and PBIS (e.g. volume of work situated with the teams’

planning document: Resource 1.3), perhaps the school is operating too many workgroups with

overlapping functions and priorities. Now may be the time for the school to step back and consider how

to “work smarter, not harder.” Encourage the SAP and PBIS Advanced Tier teams to examine how SAP

and PBIS situates in the context of all school-based initiatives. It may be that the actual functions of

other school-based committees could be integrated into the SAP and PBIS integration. It could also be

that certain school-based committees could be disbanded given that the functions of the workgroup are

no longer relevant to the school and its stakeholders. In either case, working smarter and not harder

may free-up staff time and resources so that barriers to addressing the actual SAP and PBIS alignment

and merger activities can be prioritized. Refer to Committee/Group Self-Assessment & Action Plan

(Resource 2.1). The tool provides the user with a self-directed, data informed approach to creating an

inventory of the school’s current committee structures and a process by which to enhance efficiencies of

the structures.

SAP Implementation: Issues concerning fidelity

If the SAP Team is concerned about aligning and merging with the PBIS Advanced Tier teams in that

there is uncertainty about implementation fidelity, the school may benefit from an internal review of

the program. To conduct an internal review of SAP implementation, the team may use the Pennsylvania

SAP Components and Indicators Checklists (Resource 2.2). This instrument is meant to be completed by

the SAP team, with the results of team input calculated, analyzed, and an action plan developed to

address areas of need. It is recommended that teams using the Pennsylvania SAP Components and

Indicators Checklists consult their Pennsylvania Student Assistance Service Regional coordinators.

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PBIS Implementation: Issues concerning fidelity

The PBIS Advanced Tier teams may believe that fidelity of implementation of tiered practices should be

assessed prior to considering SAP and school-wide PBIS integration. In such a case, the following tools

are recommended for use to help inform next steps. In situations in which the team is concerned about

universal practices, it is recommended that the Tier 1 core team use the Benchmarks of Quality (BoQ).

The BoQ allows school teams to examine the efficacy of their universal practices, while identifying

strengths and weaknesses in implementation (Resource 2.4). However, when the interest in fidelity is

situated at the universal and/or the advanced tiers, it is recommended that the Advanced Tier teams

refer to the Tiered Fidelity Inventory (TFI). The TFI gives the team a single, efficient, valid, reliable guide

to programmatic implementation and sustainability (Resource 2.5). Using the TFI, teams measure the

extent to which school personnel apply the core features of PBIS at all three tiers. It is recommended

that teams using the BoQ and/or TFI consult their local PaPBS Network Facilitator.

Considerations for Teams That Have Decided to Integrate SAP and PBIS Teams

It is recommended that the following be considered as key elements in developing a formal integration

plan when the following condition applies: the teams jointly decide that that the school will commit to

the alignment and merger of its SAP and PBIS Advanced Tier teams.

Remember, the preliminary plan the SAP and PBIS Advanced Tier teams developed via their use of

Resource 1.3: Planning for SAP/PBIS Alignment and Merger should serve as the foundation for the

formal integration plan. However, before the actual integration plan is finalized and put into play, the

teams should use the considerations that follow as a guide for refining and revising the action steps

framed in Resource 1.3. Again, upon review of the following considerations, the steps codified in the

Planning for SAP/PBIS Alignment and Meager should be edited and subsequently adopted as the formal

plan for implementation.

Considerations:

Assure that the integrated team will have enough time to complete all their assigned tasks

Cross train your SAP and PBIS Advanced Tier teams in PBIS and SAP, respectively

Re-write the roles and responsibilities of the integrated team members

Develop procedures for obtaining written parental permission where applicable (e.g. SAP

referrals, request for Advanced Tier team interventions)

Explore what laws (such as Protection of Pupil Rights) apply and develop a plan to ensure all

applicable laws are followed

Review and redesign the SAP Student Information forms to collect necessary data for both SAP

and PBIS

For PBIS sites using the Student Wide Information System (SWIS), consider how SWIS data could

be used to generate students referred to the SAP Team

15

Develop procedures for reporting of SAP and PBIS data to the integrated core team for decision-

making purposes

Develop a plan for how the SAP county Mental Health and Drug and Alcohol SAP liaisons will be

involved in the integrated team. Include the SAP liaisons in the discussion. Consider the

following questions:

o Will the SAP Liaisons attend meetings?

o Will the SAP Liaisons conduct screenings and/or assessments?

Based on the preceding consideration, develop procedures for the involvement of the SAP

Liaisons

Develop a protocol for when students are considered a SAP student for purposes of reporting

SAP data

VIII. Practical Ideas for Involving SAP Teams across All PBIS Tiers

Irrespective of whether the SAP and PBIS Advanced Tier teams have decided to advance work to

integrate the functions of the teams, there are plenty of opportunities for the SAP to support PBIS

implementation at the universal and advanced tiers. The value added supports that the SAP Team can

provide should be considered by PBIS internal and external facilitators when working with PBIS teams.

Keep in mind how the expertise and responsibilities of SAP align with tiered programs of promotion,

prevention, and intervention that support the elimination of non-academic barriers to student

achievement.

At Tier 1 (Universal), the SAP Team can support the PBIS core team by consulting on the identification of

socially valid, evidence-based programs that address suicide prevention, drug and alcohol prevention,

and/or problem gambling prevention. Likewise, the county-based SAP Liaisons may be able to assist

with the installation and delivery of empirically validated programs that espouse wellness and

prevention. The SAP team can assist the Tier 1 core team in considering additional screening data,

available within the school, which may be easily used to inform the student referral process for small

group and individualized interventions at the advanced tiers.

The SAP Team can support the Tier 2 team in numerous ways as well, even if the teams are not formally

integrated into a single decision-making unit. For example, the SAP Team members may be able provide

direct support for the implementation of Check and Connect, Check-In Check-Out, small group

interventions and/or student mentoring programs. Similar to work at the Universal level, the SAP team

is positioned to consult on the identification and implementation of socially valid, evidence-based

programs for groups of students who require interventions related to social skills development,

behavioral health needs, and substance abuse. The SAP Liaisons may also be able to directly assist in the

coordination and implementation of said interventions. Furthermore, the SAP team case managers may

be well situated to support student progress monitoring given the implementation of selected small

group interventions. Also consider that the SAP team case managers could support on-going

communications with students’ family members and/or community agencies on an as needed-basis.

16

At tier three, specific to SAP teams in Pennsylvania, the county Mental Health and Drug and Alcohol

agencies fund Liaisons to assist school teams with consultation, screening, and assessment of students

and making referrals to community based services. Such community-based contacts can advantage Tier

3 PBIS problem-solving teams in connecting students with services that may otherwise be school-based

but supported by cross agency efforts through an interconnected systems framework (Resource 3.1).

To best advantage the SAP partnership across the tiers, refer to following pictograph: Practical Ideas for

Involving SAP Teams in PBIS (Resource 3.2). The pictograph aligns the fore referenced SAP supports for

PBIS and includes suggested activities the core teams can utilize to jump-start the partnerships.

IX. Considerations for Teams That Have Decided Not to Integrate SAP and PBIS

Teams

Not all SAP and PBIS Advanced Tier teams will decide to integrate efforts. But, as referenced in the

preceding section, there are many ways in which SAP and PBIS can work to mutually support their

shared goals. Where integration is not a consideration, the following suggestions can serve as starting

points to maximize opportunity for SAP and PBIS to effectively operate as separate programs within one

school. The following suggestions may help to lay a foundation upon which integration of SAP and PBIS

Advanced Tier teams may someday be situated in your school.

Develop a plan that will ensure communication and reduce redundant functions between the

teams.

Consider cross-staffing the teams with members who sit on both the SAP and PBIS Advanced

Tier teams.

Develop clearly written guidelines as to the specific roles and responsibilities of each team.

Include guidance for team members who sit on both teams around roles and matters

concerning confidentiality.

Develop procedures that clearly outline the types of referrals that will be made to each team

and determine how referrals will be made between teams. Inform all school staff on referral

procedures.

Develop procedures for contacting parents when a student is addressed by both teams.

Review and redesign, if necessary, the school’s SAP Student Information forms to collect

necessary data for both programs.

Develop procedures for sharing of data that is collected on students who may be discussed at

both the SAP and SWPBIS team meetings.

Consider ways the SAP liaison can assist the SWPBIS Team and how they may be able to assist

with communication between teams within districts.

Remember, the collaboration between the management of the Student Assistance Program (SAP) and

Positive Behavior Interventions and Supports (PBIS) across the commonwealth holds a vision for the

17

integration of data, systems and practices. For additional technical assistance regarding SAP and PBIS,

please contact your Pennsylvania Student Assistance Service Regional coordinators and your Regional or

Local PaPBS Network Facilitator.

18

RESOURCES

1.1 SAP Team Readiness Checklist Directions: With the members of the SAP team, review the questions below. If your team answered “NO” to any of the questions please, review and discuss. Any issues that may result from the review of this checklist should be addressed before you proceed with SAP and PBIS alignment and integration. Remember that your Student Assistance Service Regional coordinator is available to assist you.

Question YES NO

1. Does the SAP team include a building administrator (i.e. principal, assistant/vice principal)?

2. Does the SAP team include general education teachers?

3. Does the SAP team include social worker and/or psychologist?

4. Does the SAP team include special education teacher?

5. Does the SAP team include special area teacher?

6. Does the SAP team meet on a routine basis?

7. Are building administrators involved and supportive of SAP?

8. Are building administrators supportive & assist in arranging for common meeting times so all team members can attend?

9. Do all SAP team members routinely attend meetings?

10. Does the SAP team have clear delineations of roles and responsibilities?

11. Does the SAP team have formal referral procedures and decision-making processes in place for SAP?

12. Does the SAP team’s screening process include clear and consistent student data collection and review procedures?

13. Are confidentiality guidelines for the SAP team well delineated with members demonstrating respect for understanding of privacy rights of parents and students?

14. Does your team have a clear and consistent parent consent process and procedure?

15. Does the SAP team routinely explore and utilize in school resources for referred SAP cases separate from a referral for assessment?

16. Do outside agencies offer psychoeducational groups?

17. Does the school have a mentoring program?

18. Do drug and alcohol liaisons routinely work with the SAP team?

19. Do mental health liaisons routinely work with the SAP team?

20. Are SAP team members willing to be trained in school-wide PBIS?

21. Are SAP team members supportive of the additional responsibilities they could be given?

22. Does your SAP team have written SAP procedures for referrals?

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1.2 SAP/PBIS Integration Comparison/Contrast Analysis Tool

Directions: Use the following T-chart to compare/contrasts the responsibilities, roles, and referral processes associated with SAP and PBIS. The

T-chart organizes the comparison/contract considerations by the following functions: requirements, roles (e.g. team members’), and referral

processes. Additional functions can be added to the T-chart by customizing the tool and/or adding additional rows to the table if the team finds

it necessary. The T-chart is designed to be completed by joint members of the SAP and PBIS Advanced Tier teams.

The coding system used in this instrument parallels that which is used in tool 1.3: Planning for SAP/PBIS Alignment and Merger.

LEGEND

Functions Items Items in Sequence Requirements = 1.

Common = ▲.

1st item = a

Roles = 2. Unique to SAP = ●. 2nd item = b

Referral Process = 3. Unique to PBIS = ■. 3rd item = c

Other <customizable> = 4 etc.

Numbers are used to distinguish between functions. For example, any items that relate to the function of “requirements” are coded as 1.

Symbols are used to distinguish common and unique items related to functions. For example, common functions of both SAP and PBIS relating to “requirements” are coded as

such: 1.▲.

Letters are used to distinguish between individual items within a sequence of common or unique items. For example, the first common item related to requirements of

PBIS is coded as 1.▲a.

Also refer to resource 1.4, which contains an example of the how both the SAP/PBIS Integration Comparison/Contrast Analysis Tool (1.2) and the Planning for SAP/PBIS Alignment and Merger tool (1.3) looks when partially completed.

20

SAP/PBIS Integration Comparison/Contrast Analysis Tool

Functions SAP Items PBIS Items

1. Common

Requirements

1.▲.a 1.▲.b 1.▲.c

1. Unique Requirements

1.●.a

1.●.b

1.●.c

1.■.a

1.■.b

1.■.c

2. Common Roles

2.▲.a 2.▲.b 2.▲.c

2. Unique Roles

2.●.a

2.●.b

2.●.c

2.●.a

2.●.b

2.●.c

3. Common Referral Processes

3.▲.a 3.▲.b 3.▲.c

3. Unique Referral Processes

3.●.a

3.●.b

3.●.c

3.●.a

3.●.b

3.●.c

4. Common <other, customizable>

4.▲.a 4.▲.b 4.▲.c

4. Unique <other, customizable>

4.●.a

4.●.b

4.●.c

4.●.a

4.●.b

4.●.c

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1.3 Planning for SAP/PBIS Alignment and Merger

Directions: Use the following preliminary action planning document to situate necessary steps to address when considering: a) aligning and merging

common functions of SAP and PBIS as well as b) preserving unique functions of the frameworks. The planning document organizes action steps by the

following areas: written policies/procedures; unwritten policies/procedures; communication/messaging for internal and external stakeholders; and

other actions steps not otherwise consistent with the areas already defined. The action planning document is a companion to the SAP/PBIS

Integration Comparison/Contrast Analysis Tool (Resource 1.2). Whereas, for each item that is identified as either common or unique to SAP and PBIS in

Resource 1.2, there is a corresponding action step for consideration in the following planning document. Additional rows can be added to the

planning document if the team finds it necessary. The planning document is designed to be completed by joint members of the SAP and PBIS Advanced

Tier teams.

The coding system used in this instrument parallels that which is used in tool 1.2 SAP/PBIS Integration Comparison/Contrast Analysis Tool.

LEGEND

Functions Items Items in Sequence Requirements = 1.

Common = ▲.

1st item = a

Roles = 2. Unique to SAP = ●. 2nd item = b

Referral Process = 3. Unique to PBIS = ■. 3rd item = c

Other <customizable> = 4 etc.

Numbers are used to distinguish between functions. For example, any items that relate to the function of “requirements” are coded as 1.

Symbols are used to distinguish common and unique items related to functions. For example, common functions of both SAP and PBIS relating to “requirements” are coded as

such: 1.▲.

Letters are used to distinguish between individual items within a sequence of common or unique items. For example, the first common item related to requirements of

PBIS is coded as 1.▲a.

Also refer to resource 1.4, which contains an example of the how both the SAP/PBIS Integration Comparison/Contrast Analysis Tool (1.2) and the Planning for SAP/PBIS Alignment and Merger tool (1.3) looks when partially completed.

22

Planning for SAP/PBIS Alignment and Merger

Function: Requirements

Items Action Steps

By Whom By When Staffing

Written & Unwritten Policies/Procedures

Communication/ Messaging

<other >

1.▲.a

1.▲.b

1.▲.c

1.●.a

1.●.b

1.●.c

1.■.a

1.■.b

1.■.c

Function: Roles

Items Action Steps

By Whom By When Staffing

Written & Unwritten Policies/Procedures

Communication/ Messaging

<other >

2.▲.a

2.▲.b

2.▲.c

2.●.a

2.●.b

2.●.c

2.■.a

2.■.b

2.■.c

23

Function: Referral Process

Items Action Steps

By Whom By When Staffing

Written & Unwritten Policies/Procedures

Communication/ Messaging

<other >

3.▲.a

3.▲.b

3.▲.c

3.●.a

3.●.b

3.●.c

3.■.a

3.■.b

3.■.c

Function: (other, customizable)

Items Action Steps

By Whom By When Staffing

Written & Unwritten Policies/Procedures

Communication/ Messaging

<other >

4.▲.a

4.▲.b

4.▲.c

4.●.a

4.●.b

4.●.c

4.■.a

4.■.b

4.■.c

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1.4 Example: Comparison/Contrast Analysis Tool (1.2) & Planning for SAP/PBIS Alignment and Merger

The following are examples of what the two tools may look like after they are partially completed by joint members of the SAP and PBIS Advanced Tier

teams. Note in the partial examples for every coded item in the Comparison/Contract Analysis Tool (1.2) there is a corresponding action step in the

Planning for SAP/PBIS Alignment and Merger tool (1.3).

SAP/PBIS Integration Comparison/Contrast Analysis Tool - EXAMPLE

Functions SAP Items PBIS Items

1. Common Requirements

1.▲.a Confidentiality applies: individual students information is not discussed outside the context of the team meeting

1. Unique Requirements

1.●.a Persons representing SAP functions must complete a 3 day training facilitated by a Commonwealth Approved Trainer (CAT)

1.●.b Persons representing SAP functions must complete end of year data submission requirement (PDE 4092)

1.●.c Persons representing SAP functions must submit a verification of compliance with state regulations for Chapter 12 of State Educational Code

1.■.a Application of Advanced Tier activities should be linked to universal PBIS activities

1.■.b …

25

Planning for SAP/PBIS Alignment and Merger - EXAMPLE

Function: Requirements

Items Action Steps

By Whom By When Staffing

Written & Unwritten Policies/ Procedures

Communication/ Messaging

<other >

1.▲.a Confidentiality applies: individual students information is not discussed outside the context of the team meeting

People on the integrated team need to review local board policies concerning confidentiality New members of the integrated team cannot participate in team meetings until they aware of the confidentiality requirements of SAP

All integrated team members must maintain confidentiality outside the team meetings

Principal Annually - start of every school year

1.●.a Persons representing SAP functions must complete a 3 day training facilitated by a Commonwealth Approved Trainer (CAT)

Clearly designate those staff representing SAP functions on the integrated team

Ensure that new staff representing SAP functions on the integrated ream complete mandatory training requirements

Principal Annually / on-going

1.●.b Persons representing SAP functions must complete end of year data submission requirement (PDE 4092)

Clearly designate staff representing SAP functions on the integrated team (e.g. SAP Coordinator or Guidance Counselor) to complete this reporting requirement

The integration of SAP and PBIS does not change the mandated reporting requirements of SAP

Principal Annually - start of every school year

26

1.●.c Persons representing SAP functions must submit a verification of compliance with state regulations for Chapter 12 of State Educational Code

Clearly identify the central office designate responsible for completing this reporting requirement

The integration of SAP and PBIS does not change the mandated reporting requirements of SAP

Principal Annually - start of every school year

1.■.a Application of Advanced Tier activities should be linked to universal PBIS activities

Clearly designate person(s) representing the PBIS Universal Core team to be on the integrated team Clearly designate person(s) representing SAP functions to be on the PBIS Universal Core Team

PBIS School Coach Principal

Annually - start of every school year

1.■.b …

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2.1 Committee/Group Self-Assessment & Action Planning (Working Smarter Matrix, Sugai 2010)

Purpose: The purpose of this worksheet is to enable schools to assess and enhance the efficiency, effectiveness, and relevance of the committee and team organization of schools. Problem/Challenge: Whenever a new initiative is introduced to a school, district/region, or state, the general approach is to “form a team/committee” to develop a plan for implementation. Although this initiative might be a worthwhile, implementation efforts often struggle because of a number of challenges:

1. Few resources, staff, time, etc. 2. Duplication of effort with other initiatives and efforts 3. Lack of clarity regarding purpose and outcomes 4. Lack of priority 5. Etc.

Addressing the Challenge: To address these challenges, schools must examine the overall organization and operation of its existing teams and committees. This self-assessment has been designed to enable school staff and educational leaders to take an inventory of its current committee and working group organization, and make enhancements that would improve the effectiveness, efficiency, and relevance with which the business and operation of the school are conducted.

Guiding Principles: When conducting the self-assessment and developing the action plan, keep and give highest priority to any groups that have

1. Data to support or justify their need and priority 2. Measurable outcomes or objectives 3. Specification of their target audience 4. Alignment with the top school and/or district school-improvement goals or priorities 5. “Full” (>80%) commitment/agreement of the school staff 6. Priority and support from the administrative team

General Directions

1. Identify all committees, teams, groups, etc. that have social behavior improvement as part or all of their purpose 2. Characterize the main features of each committee

a. Purpose: Why was this group formed and why does it meet?

28

b. Measurable expected outcomes/objectives: What kind and level of change, improvement, etc. is expected? c. Target audience: Who is expected to benefit from the efforts of this group? d. Meeting schedule: How often, when, and how long does this group meet? e. Membership: Who is on this committee or group? f. Relationship to school and/or district improvement goals: How does the efforts of this group relate to the short and long term

priorities of the school or district? g. Priority or need: How important is this group to the school?

3. After conducting the self-assessment, evaluate how the committee organization of the school might be enhanced a. What can be eliminated? b. What can be combined? c. What might be added? d. What resources are needed to support this organizational structure?

4. Based on this new/enhanced organizational structure, develop an action plan for putting it in place.

Committee/Group Self-Assessment Tool

(Sugai, April 26, 2004)

Committee/

Work Group Purpose

Expected

Outcome

Target

Audience Schedule Membership

Relation to School

Mission & School

Improvement Plan

(1 – low, 5 = high)

Priority

(1 = low,

5 = high)

1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

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1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

Recommendations

1. What committees/work groups can we eliminate? 2. What committees/work groups can we combine? 3. What committees/work groups need to be supported for improved outcomes and sustained functioning? 4. What would an organizational chart that shows the relationship between each of our recommended committees/work groups look

like?

Action Plan

5. What needs to be done next to act on the above recommendations?

What Who How By When Other

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2.2 Pennsylvania SAP Components and Indicators Checklists (Abbreviated Version)

Team Self-Assessment Checklist based on SAP Best Practices

Directions: This abbreviated version of the Pennsylvania SAP Components and Indicators Checklist is designed to be completed jointly by

members of the SAP team. The team needs to agree on a rating of the school’s Student Assistance Program by item, organized by the following

components: Policy and Procedures; Outcome Indicators & Evaluation; Team Planning; Training; Referral; Intervention & Recommendations;

Follow-up & Support; Communication; and Parent Participation. The following rating scale is to be used when assessing each component’s

indicators (*).

0 = is not a current element of the program 1 = is an element of the program but needs significant attention

2 = is an element of the program and is working well 3 = is an exemplary element of the program

After each component’s indicators are rated, the team is to review the ratings and identify the top three (3) to four (4) indicators to prioritize as

those that are in need of the most attention (**). The team should notate those prioritized indicators, noting then in the table below.

SAP Components and Indicators Rating* Priority**

Policy & Procedures - Infrastructure

Building administrators involved & support SAP

Community-based liaison works with team

SAP coordinator for the building

Policy violations & consequences clearly stated & enforced

SAP structure and organization clearly delineated

Outcome Indicators and Evaluation

SAP monitoring and improvement mechanisms in place

Team Planning

Meeting time sufficient to complete SAP work

Members’ role assignments clearly articulated

Training

Team members participate in Commonwealth SAP training

Team members participate in ongoing development and training

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Adequate training schedule and budget for core team

Referral Mechanism

Accessible to all targeted students including special education

Clear, consistent process demonstrated by FLOW CHART

Data and information drive action plans

Confidentiality guidelines are clear to faculty

Intervention & Recommendations

Support and link students/parents with community services

Three resources are provided to students/parents in need of services

Follow-Up & Support

Clear procedures to promote student access to and compliance with school and community resources

School resources available and accessible

Communication

Brochures and written information available for students and parents

In-services for teachers occur yearly

Webpage available for students/parent

Parent Participation

Parents are involved in the SAP process as full participants

Components were identified through Fertman, CI; Schlesinger, J; Fichter, C; Tarasevich, S; Zhang, X and Wald, H (2000). Student Assistance

Program Evaluation Final Report. Submitted to the Pennsylvania Commission on Crime and Delinquency, October. Handbook for further

understanding components and indicators available for download at http://www.sap.state.pa.us.

32

2.3 Benchmarks of Quality The Benchmarks of Quality (BoQ) is one of several tools available among the suite of

PBIS Assessment Surveys. All assessment surveys are available on the PBISApps

website at https://www.pbisapps.org. The not-for-profit PBISApps group is operated

by the faculty and staff at the Educational and Community Supports (ECS), a research

unit within the College of Education at the University of Oregon. PBISApps is the maker

of the School-Wide Information System (SWIS) Suite, PBIS Assessment, and PBIS Evaluation. The PBIS applications have been implemented in

more than 25,000 schools in the US and abroad.

To access the BoQ and its support materials, go to the PBISApps webpage, select the PBIS Assessment Surveys homepage, and navigate to the

section of the page that addresses the BoQ. The following resources are available in the section of the surveys’ homepage that holds

information on the BoQ: The BoQ Instrument, the BoQ Scoring Form, the BoQ Team Member Rating Form, and the BoQ Scoring Guide.

It is recommended that teams using the BoQ consult their local PaPBS Network Facilitator.

2.4 Tiered Fidelity Inventory The Tiered Fidelity Inventory (TFI) is one of several tools available among the suite of

PBIS Assessment Surveys. All assessment surveys are available on the PBISApps

website at https://www.pbisapps.org. The not-for-profit PBISApps group is operated

by the faculty and staff at the Educational and Community Supports (ECS), a research

unit within the College of Education at the University of Oregon. PBISApps is the

maker of the School-Wide Information System (SWIS) Suite, PBIS Assessment, and PBIS Evaluation. The PBIS applications have been

implemented in more than 25,000 schools in the US and abroad.

To access the TFI and its support materials, go to the PBISApps webpage, select the PBIS Assessment Surveys homepage, and navigate to the

section of the page that addresses the TFI. The following resources are available in the section of the surveys’ homepage that holds information

on the TFI: The TFI Instrument, the TFI Walkthough Video, the TFI Training Slide Deck, and the TFI Action Plan.

It is recommended that teams using the TFI consult their local PaPBS Network Facilitator.

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3.1 Interconnected Systems Framework

The Interconnected Systems Framework (ISF) conceptually represents the interrelationship between PBIS

School Mental Health (SMH) systems to improve educational outcomes for all children and youth, especially

those with or at risk of developing mental health challenges. The ISF is an approach to building linkages

between education and mental health systems and staff. The ISF holds implications for implementation,

research, and policy agendas to further improve cross systems collaborations between schools and mental

health providers. Refer to the following monograph to learn more about the ISF and how SAP and PBIS

Teams can engage in this cross-systems approach to service delivery: Advancing Education Effectiveness:

Interconnecting School Mental Health and School-wide Positive Behavior Supports.

Additional ISF resources are available on the National PBIS Technical Assistance Center’s webpage, at

www.pbis.org. To directly access the center’s ISF related tools, presentations, and publication on the

website, click on the following direct link: https://www.pbis.org/school/school-mental-health/interconnected-systems.

For regional resources addressing the ISF, please refer to the Midwest PBIS Technical Assistance Network’s home page at

http://www.midwestpbis.org, click on Content, and select the Interconnected Systems Framework (ISF) link. Conversely, access the Midwest

PBIS Network’s materials directly by using the following URL: http://www.midwestpbis.org/materials/interconnected-systems-framework-isf.

For local resources addressing the ISF, please refer to the PaPBS Networker’s homepage at www.papbs.org, click on the School-wide PBIS tab,

and select the ISF link. Conversely, access the PaPBS materials directly by using the following URL:

http://www.papbs.org/ContentLoader.aspx?PageID=e541e2c8-b4be-4cbb-a678-63caccf1f978.

If your school’s SAP and PBIS Advanced Tier teams are interested in learning more about the application of ISF, contact your local or regional

PBIS Facilitator.

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3.2 Practical Ideas for Involving SAP Teams in PBIS

Tier 3 / Tertiary Interventions

Links to Tier 3 supports, including community MH and D&A

liaisons and therapists work with students

Ensures existing letters of agreement between schools and

community agencies

Makes referrals to community-based child serving systems

Tier 2 / Secondary Interventions

Could support Check and Connect, Check-in

Check-Out, small group interventions, and/or

mentoring programs

Could provide interventions and supports for

students in need of social skills, behavioral health

and/or substance abuse interventions

Could support students response to

intervention/progress monitoring

Could facilitate on-going communications

with students’ families and community

agencies

Tier 1 / Universal Prevention

Identification and implementation of

suicide prevention and/or drug and

alcohol prevention programs

Identify and gather universal

screening data

Tier 3 / Tertiary Interventions

Discuss with your local SAP liaison about combining efforts

when doing assessments/ screening of students

Train SAP liaisons to utilize functional behavioral assessment

data/results in the screening process, with appropriate

permission

Request to have a SAP Team member serve on the PBIS

district level team

Tier 2 / Secondary Interventions

Request to have a SAP team member serve on the Tier 2

team

Train your SAP team in utilizing the School Wide Information

System (SWIS) data and the Team Initiated Problem-Solving

(TIPS) approach when monitoring and evaluating

improvement of SAP referred students

Encourage the utilization of SAP team members to support

Check-In/Check-Out, mentoring, in-school groups and other

in school supports

Tier 1 / Universal Prevention

Request to have a SAP Team member serve on the

PBIS Universal core team

Present on SAP and how the program supports

PBIS

35

Acknowledgements

The original document was published in 2011 and had been developed by a committee of individuals who represented schools, agencies, state organizations, and the Pennsylvania Network for Student assistance services (PNSAS). 2011 Guidance Document SAP Interagency Committee: Myrna Delgado, Stan Mrozowski, and Lonnie Barnes. Committee members included: Jen Cover, Lower Pottsgrove Elementary school,,Maryann Johnson, Lower Pottsgrove Elementary school,,Jennifer Murray, Juanita Valley SD,Ruth Strasser, Northgate SD, Cyndie Kuhlber, Northgate SD, Jessica Neofotistos, Laurel SD, Dan Svirbly, Laurel SD, Donna Waleski, IU # 11, Melissa Groden, Bucks County Council on Drug and Alcoholism, Dr. Susan Tarasevich, UPMC, WPIC, Leanna Lawson, Allegheny IU # 3, Rick Boyle, PaTTAN, Ron Sudano, PaTTAN, Roberta Chuzie, Assistant Statewide MH SAP coordinator, Denise Short, Assistant Statewide MH SAP coordinator, and SAP Regional Staff: Renee Urick, Beth Sprentz, Trish Johnson, Deb Strayer, Joseph Loccisano, Ed.D. and Marie Bozelli.

We continue to extend our thank you to those individuals as well as the following committee who have taken their time to update these documents with additional information to assist Student Assistance Program (SAP) Teams (SAP) and Positive Behavior Interventions and Support (PBIS) Teams across the Commonwealth. 2016 Guidance Document SAP Interagency Committee: Shaye Erhard, Joseph Loccisano, Ed.D. ,Grace Kindt, and Roberta Chuzie. Committee members included: James Palmiero, Ed.D. , Renee Urick, Regina Myers, Susan Tarasevich, Ed.D., Marie Bozelli, Linda Kraft, Tina Lawson, Kelly Perales, Nicole Hollins,Ed.D., and Kathryn Poggi.